Professional Portfolio Evidence Example

Name: Harriet Pugh E Number: e4063278 School: South Fremantle SHS Yr Level/Subject Area: English Year 9

Situation: Action: Outcome:

In 2017, I was put in charge of designing and implementing the I started by gathering feedback and ideas from teachers who had taught year The teachers were pleased with the clear outline, resources and
Year 9 English program. I had not taught Year 9 English before 9 students before (6.3). This also enabled me to get to know the teachers. I constant collaboration with the course. The assessments covered
and has little experience with the recommended texts. It was the
researched various texts and used an example of an outline from another key aspects of necessary outcomes from SCSA and the Head of
first year of a merged school, and the staff were all new to each
school. I drafted a unit outline and coordinated the units of work with the Learning Area praised my professionalism and leadership. Due to
other. I was not confident and the staff were disjointed. I needed
SCSA curriculum points (2.3, 3.6). I had a meeting with the Head of Learning my effective teaching and learning, results increased from
to design a program that would be used in the new school and Area, made some changes and continued to develop several assessment Semester 1 to Semester 2. In Semester 1 reports, only four
cover a range of courses such as the Academic Extension and task sheets in accordance to the school and the department’s requirements students were passing English. By Semester 2, 16 passed English
Access class. (6.3, 7.1, 7.2). I designed a forward planning document that broke down the with four achieving an A grade. The program continues to be used
areas of focus with some suggested texts. I provided the materials to the today in the new school and the resources have been refined.
staff and updated them on changes or ideas via a staff Connect page (4.5).
As a department, we ran a common assessment task to assess the students’
learning and provide us with valuable feedback into what they already know
(2.1, 2.2, 5.1). At a staff meeting, we analysed the student data and tailored
our programming to the needs of the year level (5.4). It was evident that
there needed to be a focus on writing development. I sequenced my lessons
and informed students via formal and informal feedback (2.2, 3.2, 5.1, 5.2).
The students were also given reflection sheets to assess their own learning
over the length of the task (3.6, 5.1, 5.2). After their first common
assessment task, the teachers of the year 9s met and moderated pieces of
work (6.3, 7.4). I was able to highlight key areas of success, and curriculum
points that needed to be retaught such as paragraph structuring (3.6). Over
the course of the year, I used this class as a demonstration of my teaching
practice in the Graduate Module reflection activities (7.1, 7.4). This feedback
from other teachers was useful in identifying areas that were improving my
teaching and learning (6.3). At the end of the Semester, I wrote reports on
the students’ learning and moderated these comments with another teacher
(2.3, 5.5).
Supporting Evidence: Unit Outline, Term Overview, FPD, 3 x Lesson Plan, Assessment Sheet, Student Assessment Piece, Marked Assessment, Parent Contact, Letter of Concerns, Staff Meeting Notes, Email with
Colleague, Performance Management Request and PL Certificate
1. Know students and how they learn 3. Plan for and implement effective teaching and learning 6. Engage in professional learning
1.1 Physical, social and intellectual development and 3.1 Establish challenging learning goals 6.1 Identify and plan professional learning needs
characteristics of students 3.2 Plan, structure and sequence learning programs 6.2 Engage in professional learning and improve practice
1.2 Understand how students learn 3.3 Use teaching strategies Include a range of teaching strategies 6.3 Engage with colleagues and improve practice
1.3 Students with diverse linguistic, cultural, religious and 3.4 Select and use resources 6.4 Apply professional learning and improve student learning
socioeconomic backgrounds 3.5 Use effective classroom communication 7. Engage professionally with colleagues, parents/carers and the community
1.4 Strategies for teaching Aboriginal and Torres Strait 3.6 Evaluate and improve teaching programs 7.1 Meet professional ethics and responsibilities
Islander students 3.7 Engage parents/carers in the educative process 7.2 Comply with legislative, administrative and organisational
1.5 Differentiate teaching to meet the specific learning needs 4. Create and maintain supportive and safe learning environments requirements
of students across the full range of abilities 4.1 Support student 7.3 Engage with the parents/ carers
1.6 Strategies to support full participation of students with 4.2 Manage classroom activities 7.4 Engage with professional teaching networks and broader
disability 4.3 Manage challenging behaviour communities
2. Know the content and how to teach it Professional Practice 4.4 Maintain student safety
2.1 Content and teaching strategies of the teaching area 4.5 Use ICT safely, responsibly and ethically
2.2 Content selection and organisation 5. Assess, provide feedback and report on student learning
2.3 Curriculum, assessment and reporting 5.1 Assess student learning
2.4 Understand and respect Aboriginal and Torres Strait 5.2 Provide feedback to students on their learning
Islander people to promote reconciliation between Indigenous 5.3 Make consistent and comparable judgements
and non-Indigenous Australians 5.4 Interpret student data
2.5 Literacy and numeracy strategies 5.5 Report on student achievement
2.6 Information and Communication Technology (ICT)